Transcript What is ECM? Centre of excellence for research and teaching What is ECM?  Current educational initiatives include:          Vocational diplomas 14-19 KS3 review Increased flexibility in KS3

What is ECM?
Centre of excellence
for research and teaching
What is ECM?
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Current educational initiatives include:
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Vocational diplomas 14-19
KS3 review
Increased flexibility in KS3 curriculum, e.g. condensed 2 year KS3
Discussions about taking SATs when pupils are ready, not at fixed
points
Creation of City Academies
Specialist Schools Status
Behaviour Management
Personalisation
Underpinning all of these is Every Child Matters
University of
Southampton
School of
Education
What is ECM?
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Statutory – Children Act 2004
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1.3 The Children Act 2004 secured Royal Assent on 15 November 2004. The Act is the legislative spine on
which we want to build our reforms of children’s services. It establishes for England:
a Children’s Commissioner to champion the views and interests of children and young people;
a duty on Local Authorities to make arrangements to promote co-operation between agencies and other
appropriate bodies (such as voluntary and community organisations) in order to improve children’s wellbeing (where well-being is defined by reference to the five outcomes), and a duty on key partners to take
part in the co-operation arrangements;
a duty on key agencies to safeguard and promote the welfare of children;
a duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part;
provision for indexes or databases containing basic information about children and young people to enable
better sharing of information;
a requirement for a single Children and Young People’s Plan to be drawn up by each Local Authority;
a requirement on Local Authorities to appoint a Director of Children’s Services and designate a Lead
Member;
the creation of an integrated inspection framework and the conduct of Joint Area Reviews to assess local
areas’ progress in improving outcomes;
and provisions relating to foster care, private fostering and the education of children in care.
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From ‘Every Child Matters: Change for Children’
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http://www.everychildmatters.gov.uk/_files/F9E3F941DC8D4580539EE4C743E9371D.pdf
University of
Southampton
School of
Education
What is ECM?
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It underpins all new initiatives
 Schools are expected to address it explicitly
 Ofsted inspect schools based upon these principles
 New Standards for QTS are based upon it
University of
Southampton
School of
Education
Why ECM?
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A genuine desire for all pupils to succeed
 A concern about perceived disaffection among young
people
 A concern for social justice
 Concerns about poor inter-agency working in high
profile cases, e.g. Victoria Climbie
University of
Southampton
School of
Education
What is ECM?
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Five major outcomes for children:
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Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
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Some use acronym SHEEP: Safe, Healthy, Enjoy,
Economic well-being; Positive contribution
 But the order is important as they all flow from each
other
University of
Southampton
School of
Education
Be healthy
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Physically healthy
 Mentally and emotionally healthy
 Sexually healthy
 Healthy lifestyles
 Choose not to take illegal drugs
 Parents, carers and families promote healthy
choices
University of
Southampton
School of
Education
Stay safe
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Safe from maltreatment, neglect, violence and
sexual exploitation
 Safe from accidental injury and death
 Safe from bullying and discrimination
 Safe from crime and anti-social behaviour in and out
of school
 Have security, stability and are cared for
 Parents, carers and families provide safe homes and
stability
University of
Southampton
School of
Education
Enjoy and achieve
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Ready for school
 Attend and enjoy school
 Achieve stretching national educational standards at
primary school
 Achieve personal and social development and enjoy
recreation
 Achieve stretching national educational standards at
secondary school
 Parents, carers and families support learning
University of
Southampton
School of
Education
Make a positive contribution
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Engage in decision-making and support the community and
environment
Engage in law-abiding and positive behaviour in and out of
school
Develop positive relationships and choose not to bully and
discriminate
Develop self-confidence and successfully deal with significant
life
changes and challenges
Develop enterprising behaviour
Parents, carers and families promote positive behaviour
University of
Southampton
School of
Education
Achieve economic well-being
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Engage in further education, employment or training
on leaving school
 Ready for employment
 Live in decent homes and sustainable communities
 Access to transport and material goods
 Live in households free from low income
 Parents, carers and families are supported to be
economically active
University of
Southampton
School of
Education
What does ECM mean for you?
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Where do you fit in as a teacher?
 How will you contribute to ECM?
 What are you expected to know and do?
 Who else might you be working with?
University of
Southampton
School of
Education
Expectations as expressed in the Standards
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Q4 Communicate effectively with children, young people,
colleagues, parents and carers.
Scope
This standard requires trainees to demonstrate knowledge,
skills and understanding of effective communication in order to
support teaching and learning and their wider professional role.
In achieving this, they will demonstrate that they meet the
expectations contained in the Common Core of Skills and
Knowledge. This standard does not require trainees to take full
or sole responsibility for communications between school and
home or between school and other agencies.
See ‘Common Core Skills and Knowledge’
http://www.everychildmatters.gov.uk/_files/37183E5C09CCE46
0A81C781CC70863F0.pdf
University of
Southampton
School of
Education
Expectations as expressed in the Standards
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Q21(a) Be aware of current legal requirements, national
policies and guidance on the safeguarding and promotion
of the well-being of children and young people.
Scope
Trainees need to know the key features of Every Child Matters,
and how schools use it to promote the safety and well-being of
children and young people. They should be aware of the
statutory duties that Section 11 of the Children Act 2004 (see
http://publications.everychildmatters.gov.uk/eOrderingDownload
/DFES-0036-2007.pdf) places on key people and bodies to
make arrangements to safeguard and promote the welfare of
children and young people.
University of
Southampton
School of
Education
Expectations of teachers
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ECM underpins all the expectations of the Standards
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Working and communicating with others
Teaching well so pupils enjoy and succeed
Ensuring ALL pupils enjoy and succeed and making provision to ensure all pupils
make progress
Recognising when pupils are not making expected progress
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Expectations on schools as expressed in ‘Every Child Matters: Change for
Children in School’ http://www.everychildmatters.gov.uk/_files/07CD1E89BFFA749324DC47F707DD5B7F.pdf
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helping each pupil achieve the highest educational standards they possibly can;
dealing with bullying and discrimination and keeping children safe;
becoming Healthy Schools and promoting healthy lifestyles through Personal, Social and
Health Education lessons, drugs education, breakfast clubs and sporting activities;
ensuring attendance, encouraging pupils to behave responsibly, giving them a strong voice
in the life of the school and encouraging them to volunteer to help others;
helping communities to value education and be aware that it is the way out of the poverty
trap;
engaging and helping parents in actively supporting their children’s learning and
development.
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University of
Southampton
School of
Education
Key information you need to know
Be aware of the expectations of you – look at the
‘Common Core Skills and Knowledge’, ‘Every Child
Matters: Change for Children in Schools’, the
‘Outcomes Framework’ (in ‘Every Child Matters:
Change for Children’) (all available from
www.everychildmatters.gov.uk)
 In school know who are the designated people with
key roles in implementing ECM
 Be aware of the Common Assessment Framework –
this is designed to make it easier for agencies to
identify concerns and share information
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University of
Southampton
School of
Education